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Acta Med Port. 2017 Apr 28;30(4):285-292. doi: 10.20344/amp.8400. Epub 2017 Apr 28.

[Graduate Students in Medicine Course: Motivation, Socialization and Academic Recognition].

[Article in Portuguese; Abstract available in Portuguese from the publisher]

Author information

1
Unidade de Investigação e Desenvolvimento Cardiovascular (Porto). Departamento de Ciências da Saúde Pública e Forenses e Educação Médica. Faculdade de Medicina. Universidade do Porto. Porto. Portugal.
2
Unidade de Investigação e Desenvolvimento Cardiovascular (Porto). Departamento de Ciências da Saúde Pública e Forenses e Educação Médica. Faculdade de Medicina. Universidade do Porto. Porto. Portugal. I3S - Instituto de Investigação e Inovação em Saúde. Departamento de Ciências da Saúde Pública e Forenses, e Educação Médica. Faculdade de Medicina. Universidade do Porto. Porto. Portugal.

Abstract

in English, Portuguese

INTRODUCTION:

Students with a previous degree have personal and professional experiences that can contribute to a different academic path during the medical course. This study aims to: 1) analyze both satisfaction and impact of academic recognition; 2) investigate whether motivations and expectations at entrance are maintained along the course; 3) to evaluate socialization after regress to higher education.

MATERIAL AND METHODS:

To accomplish the first objective a questionnaire was administered to 82 students who entered the medical school from 2011/2012 to 2013/2014. For the second and third goals a focus group was run (three groups with five students each, representing the three academic years).

RESULTS AND DISCUSSION:

Students felt satisfied with the recognition, and 50% of them believe that accreditations replace knowledge acquired with the curricular units, and 47% preferred to obtain accreditation. Academic achievement was negatively associated with the satisfaction of recognition and positively with age, background and registration cycle. Socialization of these students is distinct from the younger ones, their motivations at entrance are intrinsic and, contrary to expectations, are maintained along the course.

CONCLUSION:

Students prefer recognition instead of attending the curricular units. The most satisfied with the recognition accomplish less credits and the younger ones, from health area and enrolled in the clinical cycle, accomplish more. Along the course, motivations become more solid, expectations change and socialization is carried out with greater responsibility.

KEYWORDS:

Career Choice; Education, Medical; Faculty, Medical; Motivation; Socialization

PMID:
28555554
DOI:
10.20344/amp.8400
[Indexed for MEDLINE]
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